Rhythmic Bow Activities Strategy (RhyBAS) in Beginner Violin Instruction: An Examination of Performance Skills and Learning Processes

This study examines the Rhythmic Bow Activities Strategy (RhyBAS), developed by the researcher to address difficulties related to bow use in beginner violin instruction. The study explores the strategy’s potential contribution to violin performance development, as well as its strengths and limitations. A mixed-methods design with an action-oriented approach was employed in the study, with the researcher also acting as the instructor. Conducted at a public university in Türkiye, the study involved ten undergraduate students assigned to experimental and control groups based on achievement scores. The experimental group received instruction through RhyBAS, whereas the control group followed a conventional instructional approach. Data were collected through posttest performance assessments, researcher–instructor observation notes, and student interviews. Quantitative findings indicated higher performance scores in the experimental group compared to the control group. Qualitative findings suggested that RhyBAS supported students’ understanding of bow distribution, note–string relationships, sight-reading preparation, and individual practice routines. RhyBAS appeared to support the development of musical knowledge and technical skills, while improvements related to musical expression appeared to be more limited. Overall, the findings provide preliminary evidence that RhyBAS may support performance development and learning processes in beginner violin instruction. They also offer guidance for further refining the strategy.